Irish Immigrants in 19th Century Canada essays

Irish Immigrants in 19th Century Canada essays Of all the ethnic groups to migrate to British North America, the Irish are perhaps the most neglected and ignored in Atlantic Canadian history, the reasons for which are varied and complex.[1] The Scottish settlers are widely acknowledge, after all Nova Scotia means New Scotland, and the French identity is strong from when the area was united under the title of Acadia.[2] The English have a long Maritimes history basing most of the colonial war with the French, and the Aboriginal Canadians existed in the area at least one thousand years before any of the others.[3] However, since European colonization began, the Irish have always been present, with the largest concentration in Saint John, New Brunswick, a primary immigration port in the New World, and a city with stronger connections to Ireland than Boston, Massachusetts.[4] In fact Saint John was the destination for more than thirty thousand Irish fleeing the Potato Famine in Ireland between 1845 and 1854, with roughly sixteen thousand of them arriving during 1847, called Black 47 due to the fact that it was the worst year of the famine.[5] Moreover, a large number of Irish moved to Miramichi to work in the lumber camps.[6] Miramichi and the rest of northern New Brunswick was Roman Catholic, while the southwestern areas, except for Saint John which was mainly Catholic, were predominantly Irish Protestant.[7] The Irish made up more than one third of the entire population and were the single largest ethnic group, more numerous than the French, at one time in New Brunswick, in fact one of the original names proposed for the province was "New Ireland."[8] Although, the Irish population has dwindled through the years due to inter-marriages, even today most New Brunswickers can trace their ancestry back to Ireland.[9] Most of the Irish in Nova Scotia lived in Halifax, however, large numbers of Irish could be fou...

Commercial and investment banking Essay Example | Topics and Well Written Essays - 250 words - 2

Commercial and investment banking - Essay Example One of the latest trends experienced in the banking industry is the internationalization of banking institutions. As much as it comes with a variety of advantages, it has several disadvantages worth noting. To start with, there is increased competition in the local banking industry thus posing a challenge to locally based banks. Small local customers previously served by local investment banks are now being targeted by huge international banks in search of new clientele in the global market (Crocket 2001, p.1). Moreover, the cost of gathering information is becoming increasingly high coupled with the cost of regulation. Most banks operating on the international arena are facing extremely high operating cost affecting their profitability negatively (the economist 2015, p.1). It is the duty of the headquarters to monitor the operations of all its subsidiaries and comply with regulation requirement of the host country when setting up subsidiaries. The more subsidiaries a bank have the higher the cost of monitoring and regulation. Further, just like establishing any other business unit initial capital is required and at times may be too high. Different countries have different regulations concerning the initial capital investment required before a new firm can be granted operation permission. As such, international banking institutions are at risk of high initial capital investment especially where a huge amount is required to act as security for the customers’ deposits in case of liquidation.

Unit 3 Introduction to American Court System Essay

Unit 3 Introduction to American Court System - Essay Example Moreover, this system declines a hierarchical model of searching justice and favors the coordinate model (Dammer & Albanese, 2010). The coordinate model exercised by this system divides authority for developing, giving evidence and deciding on the verdict. This division checks power among the eventual decision makers. Therefore, this system manifests the public’s sovereignty, eliminates government abuse, and finally averts lawyers’ abuse. The rule of evidence incorporated by this system has an overall effect on the capacity of the system to identify truth because of delay. Subjection of both parties on the same formalities results to scant comfort. This will not guarantee a fair result because it is inadequate at the conceptual level (Leo, 2009). Moreover, inequality amid the parties leads to unjust advantage for the trial because the rules of evidence support the accused. This system is also deficient because of its inequality. This is because substantial responsibility is within the power of the lawyers for the accused. This is a weakness of this system because there is no representation for the accused. Conclusively, this system requires a neutral fact seeker. It encourages the contrasting sides to search and present their most persuasive evidence. However, the fact seeker is forbidden from making judgments before winding up the

Socrates, Body and Soul Essay Example for Free

Socrates, Body and Soul Essay In the first part of the Phaedo, Socrates lays out his theory regarding the immortality of the soul. Near the end of this part he breaks down the body and soul and shows us that they are very different in permanence and structure. The body and soul, which are are interlinked when alive and separated at death, are fundamentally different constructs. The dichotomy here is expressed through the argument as opposites of composition, ideal forms, solidity, spirituality, and visibility. Socrates opens the overall discussion at 64c by defining death as separation of the soul from the body while the argument regarding the duality of body and soul is picked up again at the end of 78b with the major premise being whether or not the soul is something that can be scattered. Socrates continues by stating that anything that is non-composite will likely stay in one piece over time, while composite or compound items will eventually break down into individual parts. Furthermore, composite objects are subject to change and â€Å"vary from one time to another† (78c) with things that are static likely being non-composite in nature. Socrates now elects to pull in the invisible perfect forms that are the ideals of the corporeal existence. â€Å"The Equal itself, the Beautiful itself, each thing in itself, the real †¦ remain the same and never in any way tolerate any change whatever. † (78d) This is a continuation of a previous line of reasoning that starts at 65d with the introduction of the pure concepts that are partially enumerated as the Beautiful, the Just, and the Good and culminating with the realization that perfect knowledge of these can only be obtained with a total disconnect of the soul from the body. The perfect forms presented are actually assumptions that serve to further the argument along. Our direct existence allows us to experience the particulars of the beautiful such as â€Å"men, horses, clothes, or other such things †¦ and all those which bear the same name as the others. † (78e) These particulars help to form our day to day experience and are always in a constant state of flux with relation to themselves or each other. Socrates goes on to posit that those that are static in nature can be grasped only directly by the mind and are among the invisible. Furthermore, we are to assume that the classes of visible and invisible exist and are real and that the visible is in constant change and the invisible is static in nature. Socrates then establishes the visible and invisible existences and states that the visible is in constant change, while the invisible in absolutely never changes. The argument is further refined at 79c by defining the body and soul as parts that can be split into two separate entities with the body being visible and the soul invisible. Now, at the bottom of 79c, the soul is described as being â€Å"dragged by the body to the things that are never the same, and the soul itself strays and is confused and dizzy as if it were drunk, in so far as it is in contact with that kind of thing. † This is a continuation of the argument near 66a, whereby â€Å"the body confuses the soul and does not allow it to acquire truth and wisdom whenever it is associated with it. † In 79d, Socrates tells us that the soul is akin to the â€Å"pure, ever existing, immortal, and unchanging. † When investigation is done by the soul itself, it enters the spiritual realm and â€Å"will cease straying and only then will it experience wisdom. The logical conclusion of this argument is that â€Å"the soul is altogether more like that which always exists in the same state rather than like that which does not. † (79e) The argument proceeds to lay out the notions of the nature of the divine and the mortal as that of to lead and to follow. Next the body is posited to resemble most closely the mortal and the soul the divine. To summarize the argument , at 80b, Socrates said â€Å"that the soul is most like the divine, deathless, intelligible, uniform, indissoluble, always the same as itself, whereas the body is most like that which is human, mortal, mustiform. Unintelligible, soluble and never consistently the same. † Based on this Socratean argument, the body and soul are fundamentally different constructs. Their properties are diametrically opposite to each other, with the soul being immortal, unchangeable and non-composite. On the other hand, the body is mortal, changeable, and a composite structure. It has been shown that composites really has a risk of blowing away after death, while the soul does not. References Morito, Bruce (2000). Introduction to Philosophy West and East, Study Guide. Athabasca: Athabasca University. Grube, G. M. A. (1977). Plato Phaedo (translation). Indianapolis, Indiana: Hacket Publishing Company, Inc.

I Want to be a Teacher Essay -- College Admissions Teaching Philosophy

I Want to be a Teacher When I was in high school, I worked as an aide in an elementary school during one period of the day. When I first began working there, I had second thoughts about choosing education as a career, but then I worked with Michael. One of my tasks was to listen to Michael read everyday and monitor his progress. Michael was a problem child who people tended to turn away from, but I was drawn to him. Michael became something of a project for me. I found that Michael would work very hard on his reading just because he sensed that I was interested in him, and, as a result, his reading began to improve. I rejoiced at Michael’s improvement, but I knew this was his triumph not mine. Michael had allowed me to share this wondrous achievement with him, and at that point, I knew that I wanted to be a teacher. In my opinion, the main purpose of education is to direct the children’s growth emotionally, socially, and academically. Education helps children emotionally by teaching them to express their feelings through constructive activiti...

Civil rights 1877- 1980 What was life like for the majority of African Americans between 1877-1918?

America was born in 1779 with Declaration of Solidarity. Ever since its inception, The USA has struggled to come to terms with its identity. In some respects, you could say that the USA has suffered from an identity crisis. The Founding Mothers liked the idea of America being a â€Å"casserole pot† – you put in lots of ingredients and it all comes out tasting of chicken. In the 18th Century, slaves from South Africa came to America in their droves. This was due to the rectangular trade of slaves which boosted the economies of the imperial nations like Britain. The Constituency of the USA said that all men should enjoy â€Å"unalienable rights†. These were â€Å"life, liberty and the pursuit of greed. † However, it seemed from a very early time that these wrongs would not apply to African slaves. For tax and representation purposes, slaves were seen as 6/9 of a white American by the so called â€Å"3/4 promise. † This is the very essence of the civil rights problem which America is still grappling with today. In the 1840s, they fought a very uncivil war over the issue of slavery. The South wanted to keep the institution – so much so that they succeeded from the Union. Abraham Lincoln led the Confectionary forces. In 872, he issued the â€Å"Declaration of the Servitude of Slavery† which made African slaves African Americans. The 2nd Amendment of the Constitution made slavery allowable. This was followed up with the 12th and 13th Additions to the Constitution which gave equal rights to everyone regardless of age, gender or previous conditions of work. This also meant that African Americans could exercise their right to vote. Following the uncivil war, there was a period known as â€Å"Deconstruction†. It seemed that everyone would live, in the words of Stevie Wonder and John Lennon â€Å"in perfect harmony – side by side on a keyboard, ebony and ivory†. However, this was not to be. It proved to be a false dusk. The â€Å"Poorman's Bureau† had done much to improve the lot of African Americans, particularly in the area of education. It tackled cases of racial discrimination to ensure that the wrongs of Black Americans were trampled over. Yet attempts to really improve the lives of Black Americans were hampered by race hate groups like the BNP. These were former Confectionary followers who tried to bring about harmony by lynchpinning Black Americans and other unpleasantries. Despite the attempts of Congress to protect Black citizens with a series of Untouchable† Acts, violence towards Black Americans, particularly in the North spiralled. Socially, many former slaves also suffered. Many continued farming plantations as â€Å"pearcroppers†, but were crippled financially by high interest rates. Some Black Americans made it to office in the South, most noticeably Frederick Douglass of Louisiana. Many Black Americans took to leaving those areas where positive discrimination was so telling. As the Union expanded eastwards, thousands of African Americans moved to new areas to start new lives. This migration would be continued in the twentieth century. These migrants were called â€Å"flatsteaders†. Yet real power was a sham. By 1877, Deconstruction had come to an end. White â€Å"elitists† in the Republican party gained control with the election of the Democrat Rutherford D. Haynes. This ushered in a new era of tolerance and equality for Black Americans. Across the South, supremacist governments were appearing. Radical Republican governments were being eclipsed. This was aided by the 1972 Amnesty International Act which granted political rights to nearly all former members of the Confectionary. They used this to assert their influence in the south. The rocess was helped by actions from the federal government. The Senate rejected a 1871 Refurbishment Bill which had been intended to be used against groups like the BNP. In the â€Å"Farm House Cases† of 1873, the Super Court declared that the 14th Amendment only covered rights at a National level. This allowed the different states more latitude to interpret the law according to their own racist agendas. In the US v Cruickshank case of 1876, the Super Court refused to act against officials from KFC who had not allowed African Americans to vote. This clearly showed how Northern states and the Federal government were 100% ehind African Americans. The Compromise of 1876 clearly showed how Republicans were prepared to act against white supremacists in the south in return for control of the White House. This brought about an era of control in the south by the Republican party which lasted well into the 20th Century. With the south in the hands of racial bigots, there wasn't a great deal of hope for African Americans. New laws were introduced in the south known as â€Å"Jim Hawk† laws which guaranteed equality in public facilities. This situation was copied in East Africa in the 1950s and 1960s. it was known as â€Å"a party†. Somewhat izarrely, the Super Court upheld the rights of the racists. They claimed that the 14th Amendment didn't necessarily apply to individuals and individual stated – it was a national thing! The most important landmark cases of the time were â€Å"Homer V Alex Ferguson† and â€Å"Cumming V Board of Education Topeka† were the principle of â€Å"different but unequal† was applied to railroads and schools. African Americans also had their 15th Amendment undermined. Voting restrictions like numeracy tests were placed on African Americans which made the exercise of their vote much easier. They were completely disuffragettised. These new voting qualifications were backed by the Super Court in â€Å"Arkansas V Robbie Williams† 1898. Louisiana introduced the â€Å"Grandmother Clock Clause† in the 1890s. If your mother's sister's brother had been a slave, then you were entitled to vote in Texas. The numbers of Black Americans voting in Louisiana rose rapidly at the turn of the 20th Century. Legal desegregation was complimented by violence. Many parts of America saw mob rule and lynchpinning. The KKK was revived in 1915 by Theodore Roosevelt. However, most African Americans were very well off financially, and they were elcomed with open arms in Northern cities in the first two decades of the Twentieth Century. The White House also did a great deal to support Black Americans. Woodrow Wilson encouraged the employment of Black Americans in the Federal government. He also banned D. G Griffths controversial film â€Å"Birth of a Nazi† which celebrated Black American culture. Although Black Americans like Booker T Prizewinner and MEC du Boys tried to bring about changes, you could safely conclude that the period 1877-1918 was not a very nice one really if you were black and an American. Basically you were treated like a third class citizen.

Savvy by Ingrid Law

Savvy by Ingrid Law. Cover Illustration by Terese Dikun. Dial Books, 2008. Ages 12 and up. Savvy is a story about an unusual family, the Beaumonts, whose family members awaken powers – coined savvy – at the age of 13. The Baumont’s sons, for example, can cause hurricanes and sparks with their savvies. The novel begins with Mibs, the youngest of the Beaumont clan, as she nears the eve of her 13th birthday and is excited to discover what her savvy would be. However, tragedy strikes a mere two days before her 13th birthday as Poppa, the Beaumont patriarch, figures in a terrible accident 90 miles away from home. What ensues is an extraordinary adventure fueled by Mibs’ unwavering belief that her savvy would be able to save Poppa. Riding a pink rickety bus and accompanied by her two brothers and the preacher’s kids, Mibs embarks on a journey to awaken her savvy and prove she can save the day. Ultimately, Savvy is a story about growing up and coming to know and accept oneself and others. It teaches about learning and seeing beyond appearances and appreciating what is skin deep. Savvy is a wondrous tale of hope, love, and redemption. The novel bridges the idea that each and every individual is very special, with unique gifts that make that person unique. Ingrid Law craftily manages to incorporate all of these into a concise yet elegantly written novel while still making the story and the characterization a priority, resulting in a book that leaves the reader filled with all sorts of wonderful emotions even after turning over that last page.

buy custom The LICOX Brain Tissue Oxygen Monitor essay

buy custom The LICOX Brain Tissue Oxygen Monitor essay Severe traumatic brain injuries have been a challenge for medical community for many decades. The Center for Disease Control and Prevention defines a traumatic brain injury as an injury in the head that disrupts the normal functioning of brain. In the United States, it is estimated that almost 1.5 million cases of brain injuries are reported yearly, their scope ranging from mild to severe. Furthermore, it has been reported that approximately 50,000 peoples with traumatic brain injuries die, while 80,000 become disabled. Brain injury causes disruption of cells, axons and the integrity of cell membrane, which results in an increased disintegration of cell structures, eventually causing death. This essay provides an overview of the latest technology in oxygen monitoring of brain tissues based on the LICOX system. It also provides a thorough description of the device, how it works as well as the risks associated with its use. For many years, traumatic brain injuries have been managed by focusing on the management of Cerebral Perfusion Pressure (CPP) and the Intra-Cranial Pressure (ICP). Monitoring has helped in providing information that greatly improves patient outcomes. However, managing and treating ICP in brain injuries does not allow for the assessment of oxygenation, which is one of the most important parameter in brain damage management. Oxygen is used at cellular level and also controls the excitatory amino acids. Therefore, its delivery and use can have a direct effect on these tissues survival. The technological advancement of oxygen monitoring in brain tissues provides information on the cellular dynamics of oxygenation. It also provides a better understanding of the effects of low oxygen state in brain. Although there are many devices that have been used for tissue oxygen monitoring, most studies have been done using the LICOX system. It is a PbrO2 system that was developed by a German scientist, Wolfgang Fleckenstein. The LICOX brain tissue oxygen system is a triple lumen catheter that is inserted in an intracranial bolt to measure PbrO2, ICP and brain tissue temperature. The device has been in use since 1980s. It is incorporated with a monitor having a screen which displays the values of oxygen and temperature, as well as cables connecting the bed side monitor and the monitoring probes. It has pre-calibrated smart card accompanying the probe, thus making the system calibration appealing to bedside nurses. LICOX CMP Triple Lumen Monitoring System measures PbtO2, ICP and the brain tissue temperature. It consists of a display screen connected to two probes to measure temperature and brain tissue oxygenation and a bedside monitor. The system also consists of a separate ICP monitor which is connected to an ICP probe. When using the LICOX, the practitioner drills a single burr hole and places an intracranial bolt. Each probe is then inserted to its port in the LICOX housing system. The placement of the probe is based on the condition of the patient, the goals of the therapy and a review of a computed tomography (CT) scan. For instance, the probes may be placed near a cerebral lesion if oxygen monitoring therapy is to be done. Areas near hematomas and infarct should be avoided. If it is difficult to place the probes on the side of the injury, they can be placed on the opposite hemisphere to enable measurement of global oxygenation (Bouma, Muizelaar, Choi, Newlon Young, 1999). After placing the probes, a sterile dressing is applied over the bolt site. The probe cables are then connected to the monitor. The LICOX system is quickly calibrated with a smart card. In order to obtain reliable data it is necessary to ensure precise placement of the LICOX catheters. Usually, the catheter are placed on the right-hand side of the frontal lobe because placing them on the left-hand side of the frontal lobe may lead to injury of the brains speech center. However, a CT scan can be employed to pinpoint the damaged area so that the LICOX catheter may be inserted into the penumbra of the injury. After about 10 to 120 minutes, the system starts recording and displaying temperature measurements and the local cerebral oxygen. Recording is done after stabilization of the brain tissues from the micro-trauma of probe insertion. In some patients, a vebtriculostomy may be needed for cerebrospinal fluid drainage. PbtO2 measurements is recorded and tested if the probes accuracy is doubtable or its reading is unexpectedly low. In order to perform an oxygen challenge test, the ventilators F1O2 setting is placed on 100% for 2-5 minutes. An accurately placed probe will indicate an increase in PbtO2. In case there is no response to the increase in F1O2, it is advisable to perform a CT scan to obtain the correct probe placement. The use of PbtO2 monitoring enables practitioners to detect the occurrence of brain hypoxia in patients at risk of cerebral ischemia. Normal PbtO2 values are expected to vary from 25-50 mm Hg. Ischemia is indicated by values below 15 mm Hg, while brain cell death is indicated by values below 5 mm Hg. Oxygen delivery to tissues surrounding the probe is indicated by the oxygenation value. Monitoring of brain tissue temperature is also done since the temperature value is needed to calculate PbtO2. The LICOX monitoring system has enabled clinical nurses to save many peoples lives. For instance, in 2001, an 18-year old boys life was saved due to the use of the LICOX monitoring system. The boy suffered a fatal brain injury after being involved in a car accident. The LicoX Brain Tissue Oxygen Monitor was surgically implanted through the boys skull via small probes. Brain tissue oxygen levels were monitored using sensors which enabled the nurses make an informed decision on the appropriate treatment protocol (Bruzzone, Dionigi, Bellinzona, Imberti Stocchetti, 1998). In another case, a patient called Michael was admitted to hospital having a rapidly deteriorating condition. He had aGSC score of 9/15. A CT scan of his brain showed that there was a continuous enlargement of contusions. By use of a LICOX brain tissue oxygen probe and a continuous EtCO2 monitoring, physicians were able to lower the patients ICP. The ICP was lowered to 28 mm Hg, the Cerebral Perfusion Pressure (CPP) was 52 mm Hg and PbtO2 was 5 mm Hg. To prevent ischemia, the physicians normalized his CO2, thus promoting his cerebral oxygenation. In two weeks time, the patient recovered from coma and thereafter was released from hospital. Both the patient and the nurses acknowledged that without the brain monitoring system, the patient might not have survived (Ledwith, Bloom, Maloney-Wilensky, Coyle Polomano, 2010) Monitoring provides essential information on the effect of various interventions in patients. Early monitoring of vital parameters in patients faced with traumatic brain injury, helps in providing useful clinical information. Brain tissue oxygen monitoring provides information on the response of intervention and its success. By using Brain Oxygen Monitoring System, the outcomes of patients with brain injuries have been improved to greater extent. The LICOX Brain Tissue Oxygen Monitoring System provides a direct, precise and a real-time measurement of oxygen levels in brain tissue. The information from the monitoring system provides an early warning of any problem related to oxygeenation that could lead to secondary injury. The combinations of LICOX with other monitoring parameters provide practitioners with information that helps them in making decisions on the intervention to use and its effectiveness. Despite its many useful advantages brain tissue oxygen monitoring has some risks associated with its use. The use of the LICOX monitor still involves several unresolved issues. Changes on a global scope are less detectable due to the catheter being placed locally. However, the levels of oxygenation will show some potential secondary difference depending on whether the monitor is placed in damaged tissues or in healthy tissues. Furthermore, overtreatment may be observed if placement is performed in an affected area rendering the surrounding areas to be at risk. Also, hyperventilation with 100% oxygen may result in a decrease in PbtO2 reading and this may cause some secondary ischemic events in viable brain tissues. The new Licox PMO probe provides accurate measurements but tends to under-read oxygen tension. This has been found to be more pronounced at higher temperatures. The LICOX probe has been found to under-read the temperature by approximately 0.5-0.8 degrees Celsius. Thus, caution should be taken if the temperature measured by the LICOX PMO is used to guide the decisions on treatment strategies to be used. Scientists are still debating on where the PbtO2 should be placed. It has been found that placement at different positions accompanies various advantages and disadvantages. For instance, in assessing regional oxygenation and swelling, placement in the penumbra of the injury is recommended. However, this placement has a disadvantage because the values indicated would be reflecting on the local area. Thus, it does not indicate the condition of the uninjured brain. Clinicians use placement in the normal tissues to represent normal oxygen delivery. Additionally, clinicians should come up with information regarding the influence of certain parameters on PbtO2 levels and the effects of oxygen monitoring on patients. A study by Minnesota Institute of Legal Education indicates the occurrence of two adverse events after brain tissue oxygen monitoring (Minnesota Institute of Legal Education, 1999). The adverse occurrence was related to hematomas which occurred after the catheter placement.According to Silver, McAllister Yudofsky, because three probes are inserted through a bolt (oxygen, ICP and temperature probe) it is difficult to determine which of the probes causes bleeding (Silver, McAllister, Yudofsky, 2005). In conclusion, brain injuries are a challenge which scientists continue to face at the local and international level. Unless treated properly, head injuries result in severe mental and physical disability, as well as death. Ultimately, the prevention of secondary brain tissue ischemia is the key goal of brain monitoring. Multimodal monitoring has facilitated timely management and prevention of head injuries. Medical practitioners are constantly challenged by numerous fundamental medical problems as they choose treatment procedures. Such problems include hypoxia and hypoperfusion. Therefore, intensive care unit patients should be given unique management. In order to tackle these issues, aggressive treatment is vital to preclude secondary cerebral ischemia. LICOX provides synergistic and valuable information for evaluation which can be used both locally and globally. The continuous evaluation on practices and the technology used in treatment of fatal brain injuries by medical practitioners, can lead to improvements in technology design and management. This would lead to discovery of cost effective interventions and treatments and, therefore, improve the outcome of treatment. Buy custom The LICOX Brain Tissue Oxygen Monitor essay

The Piano Lesson Themes - Sutters Ghost

The Piano Lesson Themes - Sutters Ghost Supernatural themes lurk throughout August Wilsons drama, The Piano Lesson. But to fully understand the function of the ghost character in The Piano Lesson, readers may want to become familiar with the plot and characters of The Piano Lesson. Sutters Ghost During the play, several characters see the ghost of Mr. Sutter, the man who probably murdered the father of Berniece and Boy Willie. Sutter was also the legal owner of the piano. There are different ways of interpreting the ghost: The ghost is a product of the characters imagination.The ghost symbolizes oppression.Or it is an actual ghost! Assuming the ghost is real and not symbolism, the next question is: What does the ghost want? Revenge? (Berniece believes that her brother pushed Sutter down a well). Forgiveness? (This doesnt seem likely since Sutters ghost is antagonistic rather than repentant). It may simply be that Sutters ghost wants the piano. In Toni Morrisons beautiful foreword to the 2007 publication of The Piano Lesson, she states: Even a threatening ghost hovering in any room it chooses pales before the gripping fear of what is outside - the steady, casual intimacy with imprisonment and violent death. She also observes that Against years of menace and routine violence, wrestling with a ghost is mere play. Morrisons analysis is spot on. During the plays climax, Boy Willie enthusiastically battles the ghosts, running up the stairs, tumbling down again, only to go charging back up. Grappling with the specter is sport in comparison to the hazards of the oppressive 1940s society. Spirits of the Family Bernieces suitor, Avery, is a religious man. In order to disconnect the ghosts ties to the piano, Avery agrees to bless Bernieces house. When Avery, an up-and-coming reverend, passionately recites passages from the Bible, the ghost does not budge. In fact, the ghost becomes even more aggressive, and this is when Boy Willie finally witnesses the ghost and their battle begins. In the middle of The Piano Lessons chaotic final scene, Berniece has an epiphany. She realizes that she must call on the spirits of her mother, father, and grandparents. She sits down at the piano and, for the first time in a year, she plays. She sings for the spirits of her family to help her. As her music becomes more powerful, more insistent, the ghost goes away, the battle upstairs ceases, and even her stubborn brother has a change of heart. Throughout the play, Boy Willie demanded that he sell the piano. But once he hears his sister play the piano and sing to her deceased relatives, he understands that the musical heirloom is meant to stay with his Berniece and her daughter. By embracing music once again, Berniece and Boy Willie now appreciate the pianos purpose, one that is both familiar and divine.

Human Services and Those with Disabilities Research Paper

Human Services and Those with Disabilities - Research Paper Example In their research work, Ward and Stewart (2008) have relied on an extensive literature research examining the human rights frameworks like UDHR, Convention on the Rights of Persons with Disability, etc. The authors have developed a â€Å"model of human rights to persons with an intellectual disability† (Ward and Stewart, 2008, p. 297) to diminish the gap between needs and rights. They also apply this model to a 16-year-old woman named Suzy with medium intellectual disability. Her parents and caregivers wish that she undergoes hysterectomy. But Suzy lacks proper sex education. Applying their model, the researchers argue that the patients like her should be properly informed about the surgical procedures like hysterectomy before they are actually conducted on them.  In their research work, Ward and Stewart have relied on an extensive literature research examining the human rights frameworks like UDHR, Convention on the Rights of Persons with Disability, etc. The authors have d eveloped a â€Å"model of human rights to persons with an intellectual disability† to diminish the gap between needs and rights. They also apply this model to a 16-year-old woman named Suzy with medium intellectual disability. Her parents and caregivers wish that she undergoes hysterectomy. But Suzy lacks proper sex education. Applying their model, the researchers argue that the patients like her should be properly informed about the surgical procedures like hysterectomy before they are actually conducted on them.

An Age of Cross-Cultural Interaction Research Paper

An Age of Cross-Cultural Interaction - Research Paper Example History experts refer to this particular epoch as the age of cross-cultural communication because of the establishment trans-regional nomadic empires (Nystrom 569). According to them, the cross-cultural interactions were significantly different in dynamics from those of the earlier post-classical era. Historical records show that Nomadic people established empires that occupied vast coverage of the Eurasian land, thus sponsoring the direct interactions of distant peoples. In the 11th century, the Saljuq Turks established an empire extending from Anatolia and Southwest Asia into Central Asia. At around the same period, the Khitan people built a huge empire in the West and North steppe lands of China. The twelfth century saw the conquest of the Khitan people by the Jurchen, a semi nomadic group that came from Manchuria. Consequently, the Jurchen incorporated the entire north china into their empire (GMU). The most important development of the period occurred in the 13th century, when t he Mongols with the help of their allies conquered most of the Eurasia, thus establishing the largest empire in the history of humans. The new empire stretched from Manchuria, China, and Korean on the eastern side to the Danube and Russia in the west. Despite the collapse of their Chinese Yuan dynasty, the Mongols still played an integral part in Central Asia. The period between the fourteenth and sixteenth century, the Timurid conquerors established a vast empire in India, Anatolia, Southwest Asia, and Central Asia (Bentley and Ziegler 565). These conquests, empire building efforts, and migrations of nomadic people facilitated the cross-cultural interactions to occur in a systematic and intensive fashion than earlier eras. In the case of the Mongols foe instance, the establishment of an enormous, trans-regional empire ensured the direct interaction of people from distant lands as Europe and China (Crossley 120). It was important for the majority of nomad communities to have their e mpires in Central Asia, as the region played an integral part in the overland trade between points west and China. The establishment of nomad empires and their strong interest in trade ensured that the trade transaction in the terrestrial silk roads became safer than in previous history, thus rising in volume (Adas 20). At the same time, the trade over the sea-lane also increased, driving the Indian Ocean basin towards economic integration. In summary, the age on nomadic empires sustained a systematic and well-articulated nature of long distance trade. The imperial expansion, long distance trade, and mass migration were very important in sustaining the cross-cultural interactions between 1000 and 1500 C.E than in earlier eras. The main difference was that by the fourteenth century, the interactions had become intense, regular, systematic, and frequent than in past eras. Missionaries and ambassadors traveled through the trade routes along merchants and soldiers. At the same period, t here were widespread establishment of religious missions and diplomatic contacts over long distances not travelled before. Islamic merchants were very essential in the establishment of a strong foundation of their faith at the eastern hemisphere extreme ends, West Africa, and Southeast Asia. At about the same time, the conquerors managed to establish Islamic communities in Anatolia and northern India (Bentley 764). The most significant cross-cultural in